Communication deficits are one of the main characteristics of autism spectrum disorder (ASD). Self-injurious behavior (SIB) in individuals with ASDs often occurs due to the individuals' lack of social-communicative abilities to express what they want (e.g., attention; access to tangible items; help). Many researchers have successfully used…

This study investigated the effects of functional communication training (FCT) implemented with concurrent schedules of differing magnitudes of reinforcement in lieu of extinction to reduce inappropriate behaviors and increase alternative mands. Participants were four adolescent students diagnosed with severe emotional and behavior disorders…

There is a large body of literature suggesting that students with emotional and behavioral disorders (EBD) lack appropriate social skills, including deficits in building and maintaining interpersonal relationships, prosocial behaviors (e.g., sharing, helping, cooperation), and self-management strategies. While the literature shows small to modest…

Students with emotional and behavioral disorders are at great risk for long-term negative outcomes. Researchers and practitioners alike acknowledge the need for evidence-based, preventive, and early intervention strategies. Accordingly, in this chapter an expanded view of prevention is presented as a series of data driven decisions to guide…

A comprehensive search identified 31 state statutes and regulations specific to functional behavioral assessments (FBA) and behavior intervention plans (BIP) in the special education context. A systematic tabulation of the state law provisions that exceed the rather narrow foundation requirements of the Individuals with Disabilities Education Act…

We review the concept of response to intervention (RtI) as it is being applied to emotional and behavioral disorders (EDB) in the early part of the 21st century, examining how it differs from and incorporates features of other approaches to addressing those problems, including pre-referral interventions, applied behavior analysis, functional…

Identifying factors perceived to either hinder or support the implementation of individualized positive behavior interventions and supports (IPBIS) is essential for promoting sustainable practice. This survey study examined the extent to which school-based professionals (n = 293) experienced barriers and enablers and examined their perceived level…

School psychologists are often in the position of seeing a situation, a system, or a common strategy for working with students that might be approached from a different perspective. Knowing this themselves is rarely good enough, though; they work in teams and as consultants to teachers and parents who generally work most closely with the students.…

Functional behavior assessment (FBA), although mandated by federal law in situations involving students with emotional and behavioral disorders, is not well defined in the literature in terms of how it should best be undertaken in widespread practice in schools. Functional behavior assessment can be defined as a process for determining the reason…

In addressing positive general education teaching practices for use with students with or at risk for emotional and behavioral disorders (EBD), the chapter emphasizes teacher behavior change research that has been informed by applied behavior analytic (ABA) principles. Its central theme is that general education teachers can access research…

Today's classroom differs greatly from the classroom a decade ago. This is due, in part, to the changing demographics of students across the United States where diversity is now the norm. As children enter the educational system with diverse backgrounds, they are exposed to new experiences that facilitate changes in interests, behaviors, and…

What causes challenging behavior and what can adults do about it? That is a basic question parents and caregivers face everyday. Some needs are easy to meet, others take more work, and some require outside help. This article is the fourth and final segment of a multi-part series about dealing with Challenging Behavior, both at home and school. The…

Assessment and identification of children with emotional and behavioral disorders (EBD) is complex and involves multiple techniques, levels, and participants. While federal law sets the general parameters for identification in school settings, these criteria are vague and may lead to inconsistencies in selection and interpretation of assessment…

The author is pleased to see that the future directions of the Council for Children with Behavioral Disorders (CCBD) are being addressed. The celebration of the 50th birthday of the inception of CCBD has set the occasion to carefully examine the status quo of the organization and to set future directions, as appropriate. The authors of "New…

This exploratory study addressed the scarcity of research into professional development for school-wide positive behavior support. A train-the-trainer model was designed. These principles were embedded within the recommended guidelines for implementing school-wide positive behavior support. School-based individuals were selected by building…